This study compared the performance of referred bilingual Hispanic children on the Planning, Attention, Simultaneous, Successive (PASS) theory as measured by English and Spanish versions of the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). The results suggest that students scored similarly on both English and Spanish versions of the CAS. Within each version of the CAS, the bilingual children earned their lowest scores in Successive processing regardless of the language used during test administration. Small mean differences were noted between the means of the English and Spanish versions for the Simultaneous and Successive processing scales; however, mean Full Scale scores were similar. Specific subtests within the Simultaneous and Successive scales were found to contribute to the differences between the English and Spanish versions of the CAS. Comparisons of the children's profiles of cognitive weakness on both versions of the CAS showed that these children performed consistently despite the language difference.